Community engagement models (CEMs) encompass teaching pedagogies used to provide students an opportunity for hands-on application of classroom learning while servicing local populations (Bandy, 2019). Incorporating service learning into a curriculum aligns with the Experiential Learning Theory, which is a “dynamic, holistic process of learning from experience” (Kolb & Kolb, 2017). The purpose of this study was to examine if students’ CEM experience shaped their perceived competence. Researchers used a sequential explanatory mixed methods design consisting of an online survey, several virtual focus groups, and interviews to assess perceived competence and impressions of the CEM’s effects. Participants were alumni of an entry-level doctorate of occupational therapy (OTD) program’s cancer survivorship elective. In total, ten alumni completed the survey and eight of those alumni participated in virtual focus groups and interviews. Results from qualitative data suggest that after participating in cancer survivorship education and taking part in a service-learning component, entry-level OT alumni felt competent and confident in their ability to treat cancer survivors. Alumni reported increased interest in treating cancer survivors and a better understanding of the role of OT in the community. No significant correlations between quantitative and qualitative research in terms of perceived competence were found. Given the literature and call for further curricular development in cancer survivorship content, programs should consider developing course content that includes a service learning component to support their graduates’ competence and confidence in working with cancer survivors.